This program was designed to improve reading and mathematics achievement by directing intervention toward diagnosed deficiencies in these areas. Two thousand thirty-five students in grades one through nine participated in the reading component. Diagnostic-prescriptive teaching approaches were implemented in both components with an emphasis on small group instruction. Process evaluation was accomplished utilizing a rating scale during observation by the evaluator. Wide differences were noted among participating schools, with no consistent trends being observable. Quantitative evaluation was based on a pre/posttest design utilizing the Stanford Diagnostic Reading Test and the Stanford Diagnostic Math Test. Results of the Correlated "t" Test for the reading component indicated gains in auditory vocabulary and comprehension for all grades. At all grade levels the actual posttest means were higher than the predicted posttest means. Results of the Correlated "t" Test for the mathematics component indicated gains at both grade levels in concepts, computation, and problem solving. In all cases, actual posttest means exceeded predicted posttest means. Recommendations for future program implementation are made. (MK)